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Original Articles

The Development of Executive Attention: Contributions to the Emergence of Self-Regulation

Pages 573-594 | Published online: 08 Jun 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (49)

Liisa Klenberg, Sini Teivaanmäki, Vesa Närhi, Noona Kiuru & Dione Healey. (2023) Effectiveness of ENGAGE in reducing difficulties in everyday executive functions among Finnish preschoolers: a randomized controlled trial. Child Neuropsychology 0:0, pages 1-21.
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B. Vekety, R. Kassai & Z. K. Takacs. (2022) Mindfulness with children: a content analysis of evidence-based interventions from a developmental perspective. Educational and Developmental Psychologist 39:2, pages 231-244.
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Yinbo Wu & Anne R. Schutte. (2021) Attentional Shifting Mediates the Relationship between Parenting and Working Memory. Journal of Cognition and Development 22:5, pages 667-677.
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Xiaoyan Jiao, Laura Traverso & Xiaosong Gai. (2021) Examining the Effectiveness of Group Games in Enhancing Inhibitory Control in Preschoolers. Early Education and Development 32:5, pages 741-763.
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Yue Shen, Hui Zhao, Jiayin Zhu, Yi He, Xue Zhang, Songhan Liu & Jinghan Chen. (2020) Comparison of Intentional Inhibition and Reactive Inhibition in Adolescents and Adults: An ERP Study. Developmental Neuropsychology 45:2, pages 66-78.
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Nina Madsen Sjoe, Astrid Kiil, Dorthe Bleses, Line Dybdal, Svend Kreiner & Peter Jensen. (2020) Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires. European Journal of Developmental Psychology 17:1, pages 103-122.
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Parisa Parsafar & Elizabeth L. Davis. (2019) Divergent effects of instructed and reported emotion regulation strategies on children’s memory for emotional information. Cognition and Emotion 33:8, pages 1726-1735.
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Esin Sezgin & Serap Demiriz. (2019) Effect of play-based educational programme on behavioral self-regulation skills of 48-60 month-old children. Early Child Development and Care 189:7, pages 1100-1113.
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Sara A. Schmitt, Irem Korucu, Blake L. Jones, Frank J. Snyder, Carly D. Evich & David J. Purpura. (2019) Self-regulation as a correlate of weight status in preschool children. Early Child Development and Care 189:1, pages 68-78.
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Carolien Konijnenberg, Nils Martin Jondalen, Mikael Falkhaugen Husby & Annika Melinder. (2018) ERP correlates of cognitive control in children prenatally exposed to methadone or buprenorphine. Developmental Neuropsychology 43:7, pages 642-655.
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Clayton R. Cook, Susanna Coco, Yanchen Zhang, Aria E. Fiat, Mylien T. Duong, Tyler L. Renshaw, Anna C. Long & Sophia Frank. (2018) Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method. School Psychology Review 47:3, pages 226-243.
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Małgorzata Stępień-Nycz, Irmina Rostek, Marta Białecka-Pikul & Arkadiusz Białek. (2018) The Polish adaptation of the Early Childhood Behavior Questionnaire (ECBQ): Psychometric properties, age and gender differences and convergence between the questionnaire and the observational data. European Journal of Developmental Psychology 15:2, pages 192-213.
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Michael A. Gottfried & Michael H. Little. (2018) Full- Versus Part-Day Kindergarten for Children With Disabilities: Effects on Executive Function Skills. Early Education and Development 29:2, pages 288-305.
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Eva van de Sande, Eliane Segers & Ludo Verhoeven. (2018) The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten. Early Education and Development 29:2, pages 192-206.
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Caroline de Oliveira Cardoso, Natália Dias, Joana Senger, Ana Paula Cervi Colling, Alessandra Gotuzo Seabra & Rochele Paz Fonseca. (2018) Neuropsychological stimulation of executive functions in children with typical development: A systematic review. Applied Neuropsychology: Child 7:1, pages 61-81.
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Liisa Klenberg, Laura Hokkanen, Pekka Lahti-Nuuttila & Vesa Närhi. (2017) Teacher Ratings of Executive Function Difficulties in Finnish Children with Combined and Predominantly Inattentive Symptoms of ADHD. Applied Neuropsychology: Child 6:4, pages 305-314.
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Thomas E. Gladwin. (2017) Negative effects of an alternating-bias training aimed at attentional flexibility: a single session study. Health Psychology and Behavioral Medicine 5:1, pages 41-56.
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Amanda W. Joyce, Jessica H. Kraybill, Nan Chen, Kimberly Cuevas, Kirby Deater-Deckard & Martha Ann Bell. (2016) A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers. Early Education and Development 27:6, pages 788-804.
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Hui Zhang, Yunfeng He, Ting Tao & Jian-Nong Shi. (2016) Intellectually gifted rural-to-urban migrant children’s attention. High Ability Studies 27:2, pages 193-209.
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Stephen W. Smith, Ann P. Daunic, Burak Aydin, Christopher L. Van Loan, Brian R. Barber & Gregory G. Taylor. (2016) Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study. School Psychology Review 45:1, pages 73-92.
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Jennifer C. Mullane, Michael A. Lawrence, Penny V. Corkum, Raymond M. Klein & Elizabeth N. McLaughlin. (2016) The development of and interaction among alerting, orienting, and executive attention in children. Child Neuropsychology 22:2, pages 155-176.
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Natalie L. Bohlmann & Jason T. Downer. (2016) Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills. Early Education and Development 27:1, pages 18-37.
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Samantha Goodrich, Hannah Mudrick & JoAnn Robinson. (2015) The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning. Early Education and Development 26:7, pages 1035-1056.
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Yuliya Kotelnikova, Sarah V. M. Mackrell, Patricia L. Jordan & Elizabeth P. Hayden. (2015) Longitudinal Associations Between Reactive and Regulatory Temperament Traits and Depressive Symptoms in Middle Childhood. Journal of Clinical Child & Adolescent Psychology 44:5, pages 775-786.
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Irene M. Loe, Maya Chatav & Nidia Alduncin. (2015) Complementary assessments of executive function in preterm and full-term preschoolers. Child Neuropsychology 21:3, pages 331-353.
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Tracy A. Dennis, David M. Amodio & Laura J. O’Toole. (2015) Associations between parental ideology and neural sensitivity to cognitive conflict in children. Social Neuroscience 10:2, pages 206-217.
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Miquel Tortella-Feliu, Alfonso Morillas-Romero, Maria Balle, Xavier Bornas, Jordi Llabrés & Antonia P. Pacheco-Unguetti. (2014) Attentional control, attentional network functioning, and emotion regulation styles. Cognition and Emotion 28:5, pages 769-780.
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Angela L. Duckworth, Tamar Szabó Gendler & James J. Gross. (2014) Self-Control in School-Age Children. Educational Psychologist 49:3, pages 199-217.
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Melissa Duncombe, SophieS. Havighurst, KerryA. Holland & EmmaJ. Frankling. (2013) Relations of Emotional Competence and Effortful Control to Child Disruptive Behavior Problems. Early Education and Development 24:5, pages 599-615.
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Michelle M. Martel, Bethan Roberts & Monica L. Gremillion. (2013) Emerging Control and Disruptive Behavior Disorders During Early Childhood. Developmental Neuropsychology 38:3, pages 153-166.
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Krisztina Varga Jakobsen, JanetE. Frick & ElizabethA. Simpson. (2013) Look Here! The Development of Attentional Orienting to Symbolic Cues. Journal of Cognition and Development 14:2, pages 229-249.
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Susanna Pallini & Fiorenzo Laghi. (2012) Attention and Attachment Related Behavior Toward Professional Caregivers in Child Care Centers: A New Measure for Toddlers. The Journal of Genetic Psychology 173:2, pages 158-174.
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Christine Peters, James Algina, Stephen W. Smith & Ann P. Daunic. (2012) Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF)-Teacher form. Child Neuropsychology 18:2, pages 168-181.
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Purificacion Checa & M. Rosario Rueda. (2011) Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood. Developmental Neuropsychology 36:8, pages 1018-1032.
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ShannonB. Wanless, MeganM. McClelland, ShaunaL. Tominey & AlanC. Acock. (2011) The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten. Early Education and Development 22:3, pages 461-488.
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ShannonB. Wanless, MeganM. McClelland, AlanC. Acock, Fu-Mei Chen & Jo-Lin Chen. (2011) Behavioral Regulation and Early Academic Achievement in Taiwan. Early Education and Development 22:1, pages 1-28.
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Scott Ode, MichaelD. Robinson & DevinM. Hanson. (2011) Cognitive-emotional dysfunction among noisy minds: Predictions from individual differences in reaction time variability. Cognition and Emotion 25:2, pages 307-327.
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M. Rosario Rueda, Purificación Checa & MaryK. Rothbart. (2010) Contributions of Attentional Control to Socioemotional and Academic Development. Early Education and Development 21:5, pages 744-764.
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Vera Roos & Hester Klopper. (2010) Older Persons' Experiences of Loneliness: A South African Perspective. Journal of Psychology in Africa 20:2, pages 281-289.
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Megan Spencer-Smith & Vicki Anderson. (2009) Healthy and abnormal development of the prefrontal cortex. Developmental Neurorehabilitation 12:5, pages 279-297.
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A. K. Heffelfinger & J. I. Koop. (2009) A Description of Preschool Neuropsychological Assessment in the P.I.N.T. Clinic after the First 5 Years. The Clinical Neuropsychologist 23:1, pages 51-76.
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CatherineL. Davis, PhillipD. Tomporowski, ColleenA. Boyle, JenniferL. Waller, PatriciaH. Miller, JackA. Naglieri & Mathew Gregoski. (2007) Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning. Research Quarterly for Exercise and Sport 78:5, pages 510-519.
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Kelly Anne Barnes, LaurenA. Kaplan & ChandanJ. Vaidya. (2007) Developmental Differences in Cognitive Control of Socio-Affective Processing. Developmental Neuropsychology 32:3, pages 787-807.
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J.Benjamin Hinnant & Marion O'Brien. (2007) Cognitive and Emotional Control and Perspective Taking and Their Relations to Empathy in 5-Year-Old Children. The Journal of Genetic Psychology 168:3, pages 301-322.
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Clancy Blair, Philip David Zelazo & Mark T. Greenberg. (2005) The Measurement of Executive Function in Early Childhood. Developmental Neuropsychology 28:2, pages 561-571.
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